Course syllabus: ap us history e-cubed Academy: a college Preparatory High School

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E-Cubed Academy: A College Preparatory High School


J. Healy

P: 401.456.0694 F: 401.456.0696




After School Hrs




Selected readings from United States History, Pearson; Frankenstein, Selected Texts TBA

Course Description

You are all historians and as such you are entering an ongoing conversation about events, patterns, and the meaning of human nature. Thinking and dialogue are the keys to success! Your questions and comments create the classroom energy.

The course is organized by the presentation of issues and events found in The National Experience, which comprises a chronological approach to United States history. In addition, an outline created by the AP College Board will be distributed. This outline highlights important historical topics. This is an average of several chapters per week. The content material will emphasize political institutions, behavior, and public policy (35%); social change, and cultural and intellectual developments (40%); diplomacy and international relations (15%); and economic developments (10%).


"[This course] is designed to provide students with the analytical skills and factual knowledge necessary to deal with the problems and materials in American History. The Program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those of full-year introductory college courses. Students should learn to assess historical materials - their relevance to a given interpretive problem, their reliability, and their importance - and to weigh the evidence and interpretations presented in historical scholarship. An Advanced Placement course should develop the skills necessary to present ideas clearly and persuasively in essay format." (from College Board AP United Staes History Course Description, page 3)


Lecture, document examination and group discussion dominate most class periods but will be modified to include presentations by students; independent research projects; written assignments; multiple-choice, vocabulary, and essay tests; and "deconstruction" of the AP Examination by analyzing test questions and conducting practice free-response essays and Document-Based Essay Questions (DBQ).

Requirements (Projects):

Complete all assigned readings prior to class lecture and discussion. Take extensive class notes on lectures and discussions (double-entry method suggested).


    • Daily class notes

    • Log each presidential election and include dates, candidates, political party, percent of vote, and foreign/domestic issues of the period.

    • Log Supreme Court decisions and include case name, dates, decisions and effects.

    • Note all cause and effect and analysis statements.

Be prepared to answer questions, ask questions, and provide comments on issues and events under discussion (participation is a component of quarterly and final grades).

Each topic or historical era may include any combination of the following:

  • readings from the relevant textbook chapters

  • primary source documents

  • essays by historians that compare or contrast disparate view-points

  • quiz, test or essay for assessment

  • Several two page typed essay papers will be assigned

  • AP Exam deconstruction and analysis:

    • background and construction

    • organization and requirements

    • analysis and approach styles

    • practice free-response/DBQ essays



Students are assessed using the following breakdown



Quizzes and Textbook checks


Essay/ Summative Assessments


On-Demand Task




Communication and Public Speaking



Course Schedule:

Unit 1: The Colonial Period, 1607 to 1763

Content Taught:

  • First contact - the differences between Spanish, French and English relations with Native Americans

  • Protestant Reformation and Calvinism

  • Mercantilism

  • Compare and contrast the political, economic, religious and social developments between the New

  • England and the Chesapeake settlements

  • Origins of slavery in the Colonies

  • The Great Awakening

  • The French and Indian War

  • The overall goal of this unit will be to teach students about the creation of a unique American identity; how enviornmental factors effected the political, economic and social developments of the English Colonies; and the role of religion in American life

Skills Taught:

  • Note-taking for class and from the textbook

  • How to breakdown difficult primary text using SAOPSTONE or APPARTY

  • How to write a history essay with emphasis on creating a thesis paragraph

Major Assignments and/or Assessments:

  • The National Experience - Chapters 1, 2, 3

  • Excerpts from:

    • John Smith's Journal

    • Richard Hakluyt - Rationale for Colonization

    • Mayflower Compact

    • Examination of Anne Hutchinson

    • Navigation Acts

    • The Albany Plan of Union

  • Students will read and discuss the documents from the 1993 DBQ

  • Students will write an in-class essay using the prompt from the 1993 DBQ

  • Excerpts from the PBS series "Slavery and the Making of America" will be used throughout the year

  • Excerpts from the PBS series "The War That Made America" and "Liberty!"

Unit 2: Resistance, Rebellion, and Constitutionalism 1763-1791

Content Taught:

  • George Grenville’s revenue plan and the colonial reaction

  • the intolerable acts and the formation of the continental congress

  • the philosophy and political science of the declaration of independence

  • the experimental (critical) period and the articles of confederation

  • the Philadelphia convention and the constitution

  • development of a separate (non-mercantilist) American economic system;

  • how the fluctuating demographics of the colonies influenced political and social institutions;

  • the evolution of political ideology into political reform. 7

Students will learn and evaluate the ideas of the enlightenment especially John Locke; students will analyze the influence of the enlightenment on American institutions; students will examine the three-branch system of government, checks and balances, and federalism

Major Assignments and/or Assessments:



    • James Otis - Speech Against The Writs Of Assistance

    • Declarations Of The Stamp Act Congress

    • Thomas Paine - Common Sense

    • The Declaration Of Independence

    • The Articles Of Confederation

    • The United States Constitution

    • Federalist Number 10

    • Merrill Jensen - “Radicals Versus Conservatives”

    • Richard Morris - “Behind Closed Doors”

  • Students will take a multiple choice test and answer the 1985 dbq "the 1780s: a critical period?"

Unit 3 The Federal Period And Jeffersonian Republicanism 1791-1820

Content Taught:

  • The Bill Of Rights

  • Precedents Of The First Executive

  • Alexander Hamilton's Economic Plan

  • Jay's Treaty And Pinckney's Treaty

  • The First Two-Party System

  • John Adams, The Alien And Sedition Acts, And The Quasi-War

  • The Election (Revolution) Of 1800

  • The Louisiana Purchase

  • Precedents Set By The Marshall Court

  • Jefferson's Embargo

  • The War Of 1812 And Post-War Agreements

The Overall Goal Of This Unit Is To Teach Students About The Effects Of War (Revolutionary/Napoleonic/1812) On American Foreign Policy; And Environmental, Technological And Social Issues That Contributed To The Expansion Of The Slave System

Major Assignments And/Or Assessments:

  • The National Experience - Chapters 6 And 7

  • Excerpts From:

    • Alexander Hamiliton - Report On The Public Credit

    • George Washington’s Proclamation Of Neutrality

    • George Washington’s Farewell Address

    • The Alien And Sedition Acts

    • Jefferson’s First Inaugural

    • Lewis And Clark’s Journals

    • Marbury V. Madison

    • Mcculloch V. Maryland

    • James Madison’s War Message

    • Richard Hofstadter - “The Transit Of Power”

  • Students Will Hold A Classroom Debate On The Pros And Cons Of Hamilton's Economic Proposals

  • Students Will Take A Multiple Choice Test On The Years 1789-1800

  • Students Will Answer The 1998 Dbq

  • Excerpts From The Pbs Series "The Supreme Court"

Unit 4: Jacksonian Democracy, Social Reform, And Economic And Geographic Expansion, 1820-1860

Content And/Or Skills Taught:

  • The Era Of Good Feelings And Henry Clay's American System The Marshall Court, Redux

  • The Monroe Doctrine

  • Internal Improvements Such As Canals, Steamboats And Turnpikes

  • The Lowell Factory System

  • The Second Awakening

  • The Persistence Of Slavery And The Missouri Compromise Of 1820

  • The "Corrupt Bargain" Of 1824

  • Jackson: The Bank, South Carolina Nullification Crisis, Maysville Road Veto, Anti-Masonic Party,

  • Workingman's Party, And Specie Circular

  • Humanitarian Reform In The Jacksonian Period

The Overall Goal Of This Unit Is To Teach Students About The Forces That Contributed To Economic, Social And Political Democratization; And The Impulse To Reform Society

Students Will Analyze United States Post-War Nationalism And Isolationism; The Effects Of Jacksonian Efforts At Democratization And Social Reform; The Bank War And The Nullification Crisis (State Interposition); Van Buren And Tyler

Major Assignments And/Or Assessments:

  • The National Experience - Chapters 8, 9,10, 12

  • Excerpts From:

    • Jackson’s Veto Of The Bank Bill
      Henry Clay’s Speech On The Tariff
      Webster’s Reply To Hayne
      W.L.Garrison - The Liberator, No. 1
      The Seneca Falls Declaration On Women’s Rights
      A Mill Worker Describes Her Life
      James Macgregor Burns - “The Revolt Of The Outs”
      Declaration Of The Workingman's Party
      Excerpts From David Mccauley's "Mill"

Students Will Conduct Ourside Research On Abolitionism, Communitarianism, The Second Awakening, Women's Rights, And Public Education And Health Reforms. Students Will Submit A Short Paper And Give A Presentation To The Class

Students Will Take A Multiple Choice Test On The Jacksonian Period

Unit: Sectionalism And Slavery Expansion 1820-1861

  • Content And/Or Skills Taught:
    Manifest Destiny
    Texas Annexation
    War With Mexico
    Compromise Of 1850
    Kansas-Nebraska Act
    "Bleeding Kansas"
    Dred Scott
    John Brown - Kansas And Harpers Ferry
    Election Of 1860 And Secession

    The Overall Goal Of This Unit Is To Teach Students About The Conflict Between The Values Expressed In The Declaration Of Independence And Calhoun's "Positive Good" Doctrine; And The Inability Of The Constitution To Settle The Conflict Over Slavery In America

    Students Will Analyze The Effects Of Land Acquistion In The West On Political, Economic, And Social Forces; Students Will Evaluate The Various Reasons For The Civil War (Slavery, Federalism, States' Rights, Sectional Imbalance, Etc.)

  • Major Assignments And/Or Assessments:
    The National Experience - Chapters 11 And 13

    Excerpts From:

    John C. Calhoun’s Speech On The Compromise Of 1850
    Roger Taney’s Opinion In Dred Scott V. Sandford
    John Brown’s Last Speech
    The Fugitive Slave Act, 1850
    Charles Sumner - “The Crime Against Kansas” Speech
    Lincoln-Douglas Debates And The Freeport Doctrine
    South Carolina’s Secession Order
    Lincoln’s First Inaugural

    Students Will Take A Multiple Choice Test On The 1850s And Write A Free Response Essay Using The 1987 Dbq Essay Prompt

    Excerpts From The Pbs Film "John Brown's Holy War"

  • Unit Name Or Timeframe:
    The Civil War, Reconstruction, And The New South 1860-1890

  • Content And/Or Skills Taught:
    Compare And Contrast The Northern And Southern Reasons For War
    Compare And Contast Strategies, Strengths And Weaknesses
    Study Issues Such As Of The Border States, Emancipation, And The Ideals Contained In Lincoln's Gettysburg Address And Second Inaugral Address

    Reconstruction And The New South Will Be Studied By Comparing And Contrasting The Goals Of The Radical Congress, The Freedmen, And The Southern Conservatives

    The Various Reasons For The Failure Of Reconstruction Will Be Studied
    The Institution Of Share-Cropping And Jim Crow Segregation
    Supreme Court Cases Such As The Slaughterhouse Cases, The Civil Rights Cases, And Plessy V Ferguson

    The Overall Goal Of This Unit Is To Teach Students About The Legacy Of Slavery And "Jim Crow" Segregation; The Obstacles To Reforming The National Political System; The Economic Necessity Of Freedmen Labor And The Resistance To Granting Political Citizenship To Freedmen; And The Difficulty Of Forming A New American Identity After The Civil War

  • Major Assignments And/Or Assessments:
    The National Experience - Chapters 14, 15, 16

    Excerpts From:

    The Emancipation Proclamation
    Lincoln’s Second Inaugural
    A Soldier’s Letter To His Wife
    Letter From Edisto Island
    James Mcpherson - “The Counterrevolution Of 1861”
    Andrew Johnson’s Plan Of Reconstruction
    Carl Schurz - "Report On Conditions In The South"
    Civil Rights Act Of 1866
    Eric Foner - “The Meaning Of Freedom”

    Excerpts From The Pbs Series "The Civil War", "Reconstruction", And "Jim Crow"

    Using A Packet Of Primary Documents, Groups Of Students Will Hold A Classroom Debate On The Topic, "Who Freed The Slaves?"

    Students Will Take A Multiple Choice Test On The Civil War And The New South

    Students Will Write The 1996 Dbq

  • Unit Name Or Timeframe:
    The Gilded Age, The Populists, And The Western Empire 1867-1896

  • Content And/Or Skills Taught:
    Examine United States Indian Policy - Continuity Or Evolving?
    Impact Of Farming, Mining, Cattle Ranching, And Railroads On The Western Environment, Indian Policy, And The Formation Of Democratic Institutions
    Examine The Validity Of Frederick Jackson Turner's "Frontier Thesis" And Its Alternates
    Gilded Age Politics, Corruption And Scandals, Caretaker Presidents
    The Causes, Successes And Failures Of The Agrarian Revolt
    Conflicting Viewpoints Of Populism - Nostalgic, Conspiratorial, Or Valid Social Reform?

    The Overall Goal Of This Unit Is To Teach Students About The The Power And Influence Of Political Machines; The Power And Problems Associated With Mass Movements For Political, Economic, And Social Reform; And The Effects Of The Western Environment On Democratic Institutions And National Policies

  • Major Assignments And/Or Assessments:
    The National Experience - Chapters 17 And 20

    Excerpts From:

    Morrison Waite’s Opinion In Munn V. Illinois, 1877
    The Pendleton Act
    The Interstate Commerce Act
    The Sherman Antitrust Act
    The Populist Party Platform
    William Jennings Bryan - “The Cross Of Gold” Speech
    Lawrence Goodwyn - “Populism: Democratic Promise”
    Helen Hunt Jackson - "A Century Of Dishonor"
    The Dawes Severalty Act

    Students Will Have A Take-Home Assignment To Deconstruct Bryan's "Cross Of Gold" Speech

    In Class, Students Will Examin The Documents From The 1983 Dbq

  • Unit Name Or Timeframe:
    Industry And Labor, Urbanization And Immigration 1870-1900

  • Content And/Or Skills Taught:
    The Rise Of Trusts
    The Conflicting Interpretation Of Late 19th Century Business Consolidation - Captains Of Indusry Or Robber Barons?
    Laissez-Faire Conservatism, The Gospel Of Wealth, And Social Darwinism Critics Of The Era Such As Henry George, Edward Bellamy And Ignatius Donnelly
    The Rise Of Labor Unions: Compare And Contrast The Goals And Methods; The Strengths An Weaknesses; And The Successes And Failures Of The Knights Of Labor And The American Federation Of Labor
    Compare And Contrast The Major Labor Strikes Such As The Great Railroad Strike Of 1877, The Haymarket Square Massacre, The Homestead Strike And The Pullman Strike
    Urbanization Issues - Political Machines, Dumbbell Tenements, "Old" And "New" Immigration, Nativism, And The Social Gospel Movement

    The Overall Goal Of This Unit Is To Teach Students About The Effects Of Laissez-Faire Governmental Policy On American Businesses; The Transformation Of The United States From Rural/Agricultural To Urban/Industrial; The Benefits Of Immigration And Problems Of The Nativist Reaction; And The Changing Nature Of Work And The Formation Of Unions

  • Major Assignments And/Or Assessments:
    The National Experience - Chapters 18 And 19

    Excerpts From:

    Andrew Carnegie - "The Gospel Of Wealth"
    Frederick Taylor - "The Principles Of Scientific Management"
    Eugene Debs - “How I Became A Socialist”
    Alice Kessler-Harris - “Technology, Efficiency, And Resistance”
    Henry Adams - At The Columbian Esposition Of 1893
    Chinese Laborers On The Central Pacific Railroad
    The Chinese Exclusion Act
    Horatio Alger’s Ragged Dick
    Matthew Josephson - “The Robber Barons”

    Excerpts From The Pbs Series "Andrew Carnegie: The Richest Man In The World" And "The Building Of The Transcontinental Railroad"

    In Class Students Will Play A "Name Game" On The Origins Of Their Name
    Students Will Have An Extended Project To Interview And Investigate Their Own "Biography"

    Students Will Write The 2000 Dbq

  • Unit Name Or Timeframe:
    American Imperialism And World War I 1890-1920

  • Content And/Or Skills Taught:
    The Rationale For American Expansionism, Jingoism And Its Rewards And Consequences.
    War With Spain Over Cuba And The Debate Over The Acquistion Of The Philippines
    Emilo Aguinaldo And The Philippine War
    Benefits, Drawbacks And Responsibilities Of The "Open Door' With China
    The Roosevelt Corollary And Its Impact On American Foreign Ploicy
    Compare And Contrast "Big Stick" Diplomacy, Dollar Diplomacy, And Moral Force
    Wilson And Neutrality
    "Selling The War" To The Americans And Controlling Dissent
    The Debate Over The Treaty Of Versailles And The League Of Nations

    The Overall Goal Of This Unit Is To Teach Students About The Emergence Of The United States As An Global Economic, Political And Military Power; And The Evolution Of American Foreign Policy From The Monroe Doctrine To The Fourteen Points

Major Assignments And/Or Assessments:

  • The National Experience - Chapters (Selected Passages) 21, 22, 23, 24

    Excerpts From:

    William Mckinley’s War Message
    John Hay - “Open Door” Notes
    Alfred Mahan - "The Influence Of Sea Power Upon History"
    The De Lôme Letter
    Mark Twain - "The War Prayer"
    The Roosevelt Corollary To The Monroe Doctrine
    Josiah Strong - "Our Country"
    The Insular Cases
    William J. Bryan - “The Impossibility Of Neutrality”
    Woodrow Wilson - The Fourteen Points
    The Home Front – “The Four-Minute Men”
    Schenck V. United States (1919) And Abrams V. United States (1919)
    Henry Cabot Lodge - Opposition To The League Of Nations

    In Class, Students Will Read And Discuss Twain's "The War Prayer"

    In-Class Debate On The Role Of The Media In The "Run Up" To War
    Students Will Take The Army Mental Aptitude Test
    Students Will Examine A Set Of World War I Posters For Message, Effectiveness And Propaganda

Unit: The Progressive Era 1901-1917

  • Content And/Or Skills Taught:
    Compare And Contrast Historical Interpretations Of The Progressives - True Reformers Or Self-Serving Opportunists?
    The Dark Side Of Progressivism Such As Forced Sterilization, Eugenics Movement, And Race Bias
    Compare And Contrast The Biographies, Styles And Philosophies, And Successes And Failures Of Roosevelt, Taft And Wilson
    Muckrakers And Reform
    The Insurgent Revolt
    New Nationalism And New Freedom
    W.E.B. Dubois And The Naacp

    The Overall Goal Of This Unit Is To Teach Students About The Demographic And Political Shift Power From Rural Areas To Urban Centers; And The Benefits And Problems Associated With Political, Economic And Social Reform

  • Major Assignments And/Or Assessments:
    The National Experience - Chapters 22 And 23

    Excerpts From:

    The Progressive Party Platform
    Theodore Roosevelt - “New Nationalism”
    Woodrow Wilson - “New Freedom”
    Paul Boyer - “Battling The Saloon And The Brothel: The Great Coercive Crusaders”
    Upton Sinclair - "The Jungle"

    Excerpts From The Pbs Documentary "Theodore Roosevelt"

    Groups Of Students Will Be Give Packets Of Documents From Late 19th And Early 20th Century African-American Leaders. Students Will "Soap" The Documents, Write A Short Speech, And Make A Presentation From The Point Of View Of Their Documents. Students Will Follow Up This Activity With A Short Paper That Synthesizes And Analyzes The Diverse African-American Viewpoints For Appropriateness And Effectiveness

  • Unit Name Or Timeframe:
    Return To Normalcy, The Depression And The New Deal 1920-1941

  • Content And/Or Skills Taught:
    Demobilization, Labor Strikes, The Red Scare, Urban Race Riots, Harlem Renaissance, Assembly Line Production, Sacco And Vanzetti, Scopes Trial
    "Normalcy" And The Business Creed
    Hoover And "Rugged Individualism"

    Analyze Factors That Contributed To The Economic Depression Of The 1930s

    Debate On The Effectiveness Of Hoover's Response To Depression
    Fdr's New Deal
    The 100 Days And Alphabet Agencies, First And Second New Deals, Opposition From The Supreme Court And Political And Social Critics From The "Left" And "Right"
    Effectiveness Of The New Deal, Formation Of A New Political Coalition, And The Rise Of "Big Labor"

    The Overall Goal Of This Unit Is To Teach Students About The Economic Expansion Of The 1920s; The Conflict Between Traditional Values And Modernity; Cultural And Technological Inovations; The Evolution From Laissez-Faire To A Planned Economy And The Welfare State; And The Social Revolution Of Depression And The New Deal

  • Major Assignments And/Or Assessments:
    The National Experience - Chapters 24, 25, 26, 27

    Excerpts From:

    Calvin Coolidge - “The Boston Police Strike”
    The Washington Naval Treaty Of 1922
    Herbert Hoover - “Rugged Individualism” Speech
    John Higham - “The Tribal Twenties”
    Mirra Komarovsky - “Mr. Patterson”
    Fdr’s First Inaugural
    Richard Wright - On Communism In The 1930s
    Huey Long - “The Long Plan”
    Mary Heaton Vorse - “The Sit-Down Strike At General Motors”
    Ronald Radosh - “The Myth Of The New Deal”

    Excerpts From The Pbs Documentary "Fdr"

    Students Will Write The 2003 Dbq

  • Unit Name Or Timeframe:
    Isolationism And World War Two 1920-1945

  • Content And/Or Skills Taught:
    Worldwide Rise Of Totalitarian Governments And Its Impact On American Foreign Policy
    Why Didn't The United States Fall Under The Spell Of A Dictator During The 1930s?
    Cash And Carry And Lend-Lease
    Decay Of Relations With Japan Over China And Pearl Harbor
    The Homefront, Role Of Women In The Workforce, Japanese Internment, Double-V Program
    Alliances, Strategies, And Conferences For Both Atlantic And Pacific Theaters
    Debate Over The Yalta Agreement
    Atomic Energy

    The Overall Goal Of This Unit Is To Teach Students About The Power (And Perversion) Of Nationalism And Political Ideology; The Advantages And Disadvantages Of American Isolationism; And The Post-War World Of Collective Security

  • Major Assignments And/Or Assessments:
    The National Experience - Chapters 28 And 29

    Excerpts From:


    Neutrality Act Of 1937

    The Quarantine Speech
    The Arsenal Of Democracy
    The Four Freedoms
    The Atlantic Charter
    The War Message Against Japan
    Executive Order 9066
    On The Yalta Conference

    Excerpts From "Between The Wars" From The Series "A People's History" -

  • Unit Name Or Timeframe:
    The Cold War And Vietnam 1946-1975

  • Content And/Or Skills Taught:
    Formation Of The United Nations, Churchill's "Iron Curtain" Speech, George Kennan's Containment Policy, Truman Doctrine, Marshall Plan, The "Loss" Of China, Korean War, And Mccarthyism
    Eisenhower/Dulles - "Brinkmanship" And Massive Retaliation
    Nationalism And The Use Of The Cia
    Jfk/Rusk - "Flexible Response"
    Bay Of Pigs, Berlin Crisis, Cuban Missle Crisis
    Lbj And "Americanizing" The Vietnam War
    The 1968 Election
    Nixon And Vietnamization, Widening The War, The Paris Peace Accords
    Detente With The Soviet Union And "Normalizing" Relations With China

    The Overall Goal Of This Unit Is To Teach Students About The Differing Political, Economic And Social Ideas Of Capitalism And Communism; The Attempt To Control Nuclear Proliferation; And The Increasing Quagmire Of Vietnam As A Domino In The Cold War

  • Major Assignments And/Or Assessments:
    The National Experience - Chapters 30, 31, 32, 33

    Excerpts From:

    The Truman Doctrine
    George Kennan - “Containment” Policy
    George Marshall - “The Marshall Plan”
    John Foster Dulles - On American Foreign Policy
    Eisenhower’s Farewell Speech
    Jfk’s Inaugural Speech
    Vietnam’s Declaration Of Independence
    Tonkin Gulf Resolution
    Lbj - “Why We Fight” Speech
    J. William Fulbright - “Arrogance Of Power” Speech
    Richard Nixon On “Vietnamization”
    Elaine Tyler May - “Cold War-Warm Hearth: Politics And The Family In Postwar America”
    Guenter Lewy - “The Legacy Of Vietnam”

    In Class, Students Will Compare And Contrast Lbj's "Why We Fight" Speech And Fulbright's "Arrogance Of Power" Speech

    Students Will Deconstruct Kennan's "Long Telegram"
    Students Will Examine The Documents From The 1998 Dbq

    Students Will Write The 2001 Dbq

Unit: The New Frontier, The Great Society, And New Federalism 1960-1975

Content And/Or Skills Taught:

  • The Myth Of Eisenhower's "Homogenous Society" In The 1950s

  • Birth Of The Modern Civil Rights Movement

  • Camelot

  • The March On Washington (1963)

  • The War On Poverty, Civil Rights And Voting Rights Acts, Black Power, The Women's Movement And

  • The New Left

  • Watergate And The Imperial Presidency

The Overall Goal Of This Unit Is To Teach Students About The Confluence Of Cold War Politics, The Rise Of The New Left, The Modern Civil Rights Movement And The Women's Rights Movement; The Reforming Of An American Identity That Works Towards A "World Of Diversity"; And Reforming The Social Order Through The War On Poverty And The Great Society

Major Assignments And/Or Assessments:

  • The National Experience - Chapters 32, 33

  • Excerpts From:

    • Theodore White - “The Television Debates”

    • Martin Luther King Jr - “Letter From Birmingham City Jail”

    • Martin Luther King Jr - “I Have A Dream” Speech

    • Michael Harrington - "The Other America"

    • Tom Hayden - “Port Huron Statement”

    • Barry Goldwater’s Acceptance Speech, 1964

    • Eleanor Wimbish - “A Mother Remembers Her Son At The Wall”

    • Arthur Schlesinger Jr - "The Imperial Presidency"

    • Gloria Steinem’s Statement In Support Of The Equal Rights Amendment

    • Phyllis Schlafly - “The Power Of The Positive Woman”

    • Milton Cantor - “The New Left”

    • Civil Rights Reader: Sncc, M. L. King Jr, Malcolm X, Stokley Carmichael, George Wallace, Huey P. Newton

  • Excerpts Fom The Pbs Series "Eyes On The Prize"

  • Students Will Write The 1995 Dbq

Unit : 1975 And Beyond: The Reagan Revolution And Globalization

  • Content And/Or Skills Taught:

  • The Fall Of Saigon

  • The Presidency Of Jimmy Carter - Stagflation And Middle East Peace Accords

  • The Regan Revolution: Deregulation, New Federalism, Reaganomics, Collaspe Of The Soviet Union,

  • Latin America And Irangate

  • George H. W. Bush And Desert Storm

  • The Clinton Years

The Overall Goal Of This Unit Is To Teach Students About The Impact Of Watergate And The Imperial Presidency, And The Rising Tide Of Conservatism On Domestic Politics; The Effects Of The Post-Vietnam Era And The Nixon Doctrine On Foreign Policy; And The Impact Of The Fall Of The Soviet Union And The Rise Of A Global Economy

Major Assignments And/Or Assessments:

  • The National Experience - Chapters 34 And 35

  • Excerpts From:

    • Ronald Reagan’s Acceptance Speech 1980

    • Oliver North Testifies Before Congress

    • George Bush On Aggression In The Gulf

    • Proposition 187

    • The Contract With America

    • Kevin Phillips - “Reagan’s America: A Capital Offense”

    • The Starr Report

    • Thomas Friedman - "The Earth Is Flat"


Students’ final exam Date TBD.


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